O Impacto dos recursos de tecnologia assistiva na educação e inclusão da pessoa com deficiência visual

Abstract

This assignment had as purpose searching the impact of the assistive technology in education and inclusion of people with Visual Deficit. The specific objectives were: indentifying the Assistive Technology Resources used by people with visual deaf and the functionality of those; analyzing the advantages and disadvantages of the most used resources; elaborate adaptation/adequation strategies in conjunct with the users. As for this assignment’s methodological delineation, it is a action research, based on cultural studies, by case study. The first study, analyzed the functionality of the assistive technology resources, through questionary accomplished with 10 people with visual deaf, academic and professional at the area. The second study consisted on the living and use of the investigated resources, to illustrate the impact of those in the education of a student with visual deaf from the Technical course in Informatics of IFMS in Ponta Porã, MS. At this process were accomplished collaborative actions between the teachers and the others students of the course and created a pedagogic game with the help of the student participant of the research. The results show that the most used resources used by the interviewed are: Dosvox, functional computer system that centralizes applications, despising the visual characteristics of the systems; the screen reader NVDA were the most recommended for being free and for being in constant development. There were indentified functionalities, advantages and disadvantages of other resources, including improvement suggestions, mainly about MecDaisy. About the impact of assistive technology in the education of people with visual deaf there are strong indicators of advance in the educational process and effective change about communication and iteration with the digital inclusion. The student left the situation of mere spectator to part of Information Society by the access, domination and effective use of the Assistive Technology resources, what allowed higher iteration with teachers, colleagues, access to knowledge and participation in innovation.